合作学习对英语专业学生思辨力影响实证研究

发布时间：2023-06-01 05:04

　　思辨能力是现代高等教育的重要培养目标之一。但长期以来,我国高校英语专业课程往往注重语言基本功训练,一定程度上忽略了思辨能力的培养,外语专业学生被指出思辨缺席。合作学习,作为现代广泛使用的教学手段,主要被用作提升语言表达能力,而合作过程中学生思辨力的培养没有得到足够重视,如何在合作学习中培养思辨能力值得我们探索。同时,现有国内思辨能力培养研究主要倾向于培养方式的效果探索,鲜有对其培养过程进行研究。因此,本研究尝试探索合作学习对学生思辨力的总体影响,合作过程中学生思辨力的具体变化及影响因素。为实现上述研究目标,本研究采用混合式的研究设计,借助调查问卷、小组讨论话语分析、访谈及反思日志收集数据。研究对象为30名参与小组项目的英语专业学生。研究发现:(1)整体上合作学习对学生思辨技能和情感倾向均有积极影响,对其分析技能变化的影响最为显著,其次是评价技能和情感倾向和推理技能。但小组成员间冲突也会对推理及情感倾向产生负面影响;(2)小组合作过程中,学生思辨力维度表现出逐渐从“低阶维度”转向“高阶维度”发展的趋势,但整体上,思辨力维度主要集中在理解、分析和评价三大维度,高阶思辨力仍较缺乏;(3)合作...

【文章页数】：113 页

【学位级别】：硕士

【文章目录】：
ABSTRACT
摘要
ACKNOWLEDGEMENTS
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
    1.1 Background of the study
    1.2 Objectives of the study
    1.3 Significance of the study
    1.4 Overall structure of the study
CHAPTER TWO LITERATURE REVIEW
    2.1 Critical Thinking
        2.1.1 The Definition of Critical Thinking
        2.1.2 Models of critical thinking
        2.1.3 Measurement of critical thinking
        2.1.4 Pervious studies of critical thinking
    2.2 Cooperative Learning
        2.2.1 The definition of cooperative learning(CL)
        2.2.2 Theoretical basis of cooperative learning
        2.2.3 Previous studies of cooperative learning
    2.3 Studies on the cultivation of critical thinking through cooperative learning
    2.4 Research Gaps
CHAPTER THREE RESEARCH METHODOLOGY
    3.1 Research questions
    3.2 The Research Context
        3.2.1 The institutional and course context:CBI
        3.2.2 The Group project of oral presentation
    3.3 Research Design
    3.4 Participants
    3.5 Instruments
        3.5.1 Questionnaires
        3.5.2 Group discussion recordings
        3.5.3 Semi-structured interviews
        3.5.4 Reflective journals
    3.6 Data collection and analysis
        3.6.1 Data collection
        3.6.2 Data analysis
CHAPTER FOUR RESULTS AND DISCUSSIONS
    4.1 The impacts of cooperative learning on critical thinking
        4.1.1 The impacts of CL on Analysis
        4.1.2 The impacts of CL on Inference
        4.1.3 The impacts of CL on Evaluation
        4.1.4 The impacts of CL on Affective Disposition
    4.2 The changes of critical thinking in the context of cooperative learning
        4.2.1 The first stage of topic selection
        4.2.2 The second stage of information collection
        4.2.3 The third stage of PPT draft
        4.2.4 The fourth stage of rehearsal and performance
    4.3 The factors in cooperative learning contributing to the changes of critical thinking
        4.3.1 Project goal
        4.3.2 The division of labor
        4.3.3 Group interaction
        4.3.4 Teacher’s guidance and feedback
CHAPTER FIVE CONCLUSION
    5.1 Major findings
    5.2 Implications
    5.3 Limitations
    5.4 Recommendations for future research
REFRENCES
APPENDIX Ⅰ 学生问卷调查
APPENDIX Ⅱ 半结构化学生访谈提纲
APPENDIX Ⅲ 学生反思日志



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